DARK EMPEROR & OTHER POEMS OF THE NIGHT by Joyce Sidman,

1.  BIBLIOGRAPHY

Sidman, Joyce. 2010. DARK EMPEROR & OTHER POEMS OF THE NIGHT. Illus. by Rick Allen. New York, New York: Houghton Mifflin Harcourt Publishing Company. ISBN 9780547152288

2.  PLOT SUMMARY

All of the poems in this book are related to the things of the night.  They highlight the wonder, mystery, and dangers of the nighttime darkness.  The first poem “Welcome to the Night” sets the tone for this book of poems.  “The night’s a sea of dappled dark, the night’s a feast of sounds and spark, the night’s a wild, enchanted park.  Welcome to the night!”  From raccoons to owls and trees to mushrooms the author teaches its reader all about the night.

3.  CRITICAL ANALYSIS

Sidman’s poetry uses colorful language and vocabulary through her poems.  Children of all ages would enjoy listening to these poems; however, students from third grade and up would understand the vocabulary used in throughout these poems more in depth.  The reader will truly benefit from the nonfiction information on the right side of each poem.  With every poem including this nonfiction piece it brings these poems to a higher educational level.  The table of contents provides the reader ease when locating a particular poem.  With this book having more difficult vocabulary, such as echolocation and omnivorous, the glossary is beneficial to the reader.

Allen’s illustrations in this book are prints made from the process of relief printing.  The drawings are cut out of a block of wood then they are dipped into ink and pressed onto the pages transferring the images onto then paper.  The illustrations bring out the dark mysteries of the night with yet a sense of nature. 

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL: “Sidman adroitly apples varied poetic forms and rhyme schemes.  The title’s dark emperor, the great horned owl, lends its shape to the one concrete poem, and the closing lament is in the medieval style known as an ubi sunt.”

*Starred Review in KIRKUS REVIEWS: “Fresh descriptions and inventive artistry are a charming inspiration to notice colors and correlate emotions.  Details in the artwork will invite repeated readings and challenge kids to muse about other color icons.”

*Starred Review in BOOKLIST: “This book combines lyrical poetry and compelling art with science concepts.”

*2011 Newberry Honor

*2011 Lee Bennett Hopkins Poetry Award Honor Book

5.  CONNECTIONS

*Have the students brainstorm “night words,” words that they think describe the night, using each of their five senses.  As the poems are being read aloud have the students listen to see if the author uses any of the words on their list while also adding addition words they hear.

*Other books by Joyce Sidman

SONG OF THE WATER BOATMAN

BUTTERFLY EYES AND OTHER SECRETS OF THE MEADOW

RED SINGS FROM TREETOPS A YEAR IN COLORS

*Read “Night-Spider’s Advice” with the students.  Discuss the poem and favorite words or phrases, then ask the student’s to select clues that this poem is written in the voice of a spider.

THE SURRENDER TREE POEMS OF CUBA’S STRUGGLES FOR FREEDOM by Margarita Engle

1.  BIBLIOGRAPHY

Engle, Margarita. 2008. THE SURRENDER TREE POEMS OF CUBA’S STRUGGLES FOR FREEDOM. United States: Henry Holt and Company. ISBN 9780805086744

2.  PLOT SUMMARY

This book is a verse novel that is based on actual events and historical figures of the late 1800s.  At this time Cuba has fought three wars for independence and still is not free.  People are being placed into concentration camps with little food and poor living conditions.  Illness is running wild through the camps affecting many people.  A freed slave, Rosa, is a nurse who helps anyone that is able to reach her.  She turns hidden caves into hospitals in order to help anyone who might need her assistance.  She doesn’t care who they are she simply wants to do her best to help.

3.  CRITICAL ANALYSIS

Engle’s use of poetry in this novel brings out many of the trials and tribulation Cuba was going through at that time.  Rosa was a remarkable healer to anyone who needed help.  The book shows her to be a remarkable individual who refused to become simply a victim of her time.  The author uses different points of view to tell the story which adds more depth and interest to the book and to its reader.  Even though the poems are being told by other people they all have a commonality and that is Rosa.

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL:  “Hauntingly beautiful, revealing pieces of Cuba’s troubled past through the poetry of hidden moments.”

*KIRKUS REVIEW: “Young readers will come away inspired by these portraits of courageous ordinary people.”

*Starred Review in BOOKLIST: “Engle writes her new book in clear, short lines of stirring free verse.  Caught by the compelling narrative voices, many readers will want to find out more.”

5.  CONNECTIONS

*Have the students write how they would feel if they were Rosa, and what they would do if they were in her situation.

*Have the students research Cuba today, then compare and contrast what Cuba was like in the book to what it is like today.

*Use the discussion questions beginning on page 355 to guide your class discussions. 

* Have the students use the discussion questions, beginning on page 355, to guide their own book talks.

MESSING AROUND ON THE MONKEY BARS by Betsy Franco,

1.  BIBLIOGRAPHY

Franco, Betsy. 2009. MESSING AROUND ON THE MONKEY BARS AND OTHER SCHOOL POEMS FOR TWO VOICES. Illus. by Jessie Hartland. Somerville, Massachusetts: Candlewick Press. ISBN 9780763631741

2.  PLOT SUMMARY

This book is composed of nineteen poems from the playground to the classroom.  The poems are designed to read with a partner; however, they are just as much fun to read by yourself or with a group of friends.  These poems almost make you feel as if you are taking a ride all around the school building inside and out.  On the playground kids are skipping rope and playing on the monkey bars.  In the classroom they are learning their lessons, creating animal reports, and singing the homework blues.  And in the library the kids are whispering, fidgeting, and giggling. 

3.  CRITICAL ANALYSIS

Franco’s use of the two voiced poem gets children involved in the reading of the poems.  Children are able to perform the poems and have a great time while learning.  Children from ages six and up will love reading these poems to themselves or sharing them with their friends.  The “Author’s Note” section at the beginning of the book provides an explanation of how these poems can be read by two people or with a group of people.  It explains and shows what voice one, voice two, and both voices speak line look like making it easy for children to understand.  The table of contents provides the reader an opportunity to easily find the poem of their choice.

Hartland’s illustrations are brilliant, colorful, and kid friendly.  Children will love all of the busy illustrations that accompany every poem.  They are spread across the entire page and included into the poems.  In the poem “In the Library” parts of the lines are within talking bubbles coming from the librarians mouths in the illustrations.  How the illustrations are incorporated into the poems bring another level of interest to kids.  Together the text and the illustrations go hand in hand making this book a great success.

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL:  “Franco adeptly uses meter and rhythm to capture the fast-paced action of jumping rope on the playground, and students will recognize the descriptions of typical classroom sounds that distract them from finishing schoolwork.”

*KIRKUS REVIEW: “A cheeky romp through elementary school children’s academic and social lives.”

5.  CONNECTIONS

*Use “Wild Bus Ride” on page 8-9 to introduce or reinforce a lesson on blends.  This poem has many words beginning with blends such as snort, squeal, grumble, growl, screech, and several more.  Create a list of words that include blends with the students and post it in the classroom for the students to reference.

*Have the students create an acrostic poem using any school object of their choice. 

*Choose poems with rhyming words such as “I Can’t Wait” or “Jump Rope Jingle” to read to the class.  Have the students create a list of rhyming words from the poems then extend their thinking by having them add their own rhyming words to the list.